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ERIC Number: EJ835672
Record Type: Journal
Publication Date: 2009-Jun
Pages: 8
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-1041-6080
Homework Self-Regulation: Grade, Gender, and Achievement-Level Differences
Hong, Eunsook; Peng, Yun; Rowell, Lonnie L.
Learning and Individual Differences, v19 n2 p269-276 Jun 2009
The study examined differences in students' reported homework value, motivation, and metacognitive strategy use during homework completion among two grades, gender, and three achievement levels. Differences among six homework self-regulation constructs (utility value, intrinsic value, effort, persistence, planning, and self-checking) were also examined. Participants were 330 seventh and 407 eleventh graders from a metropolitan city in China. Chinese students' reported self-regulated learning during homework declined from middle to high school. Whereas students rated utility value and effort high, intrinsic value and self-checking were rated low. Male and female students did not differ in homework self-regulation. Achievement-level differences in homework self-regulation were found in seventh graders, but not in eleventh graders. The pattern of Chinese students' reported homework value, motivation, and metacognitive strategy use were discussed, and instructional implications were offered. (Contains 2 figures and 3 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 11; Grade 7; High Schools; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China